Model It! Science Inquiry Lesson Slam.

Models offer humans powerful ways of defining, simplifying, and representing relationships between the parts of systems.  

Models can be made up of physical objects, variables, graphs of measurable quantities,  diagrams that indicate the parts of a system, and often invoke analogies that invite us to bridge the familiar and concrete with the abstract or invisible structures and mechanisms of nature.  

Models also happen to be critical tools in getting students to develop an enduring understanding of science concepts and science as a way of knowing the world.
 

For example:

• Developing advanced understanding of the changes that occur across a cell’s permeable membrane might involve activities that lead students to investigate and test models for explaining dynamic equilibrium, osmotic pressure, and the relative size and concentrations of dissolved molecules as well as the porosity of organic membranes.  
• To explain the the adhesion, cohesion, miscibility and solvent properties of water in comparison to other liquids, students might explore the implications of modeling substances as variously polar and non-polar.  
• Locating earthquake epicenters might lead to modeling different wave propagation mechanisms.  
• Understanding uniformly accelerated motion invokes a need for physical coordinate systems and linear relationships that can represent rates of change in the position and velocity of physical objects.

In all of these teaching scenarios, the use of diagrams, mini-investigations, analogies, and physical examples can be brought to bear by a skilled teacher to enable students to struggle productively to rework and forge the mental schemas that will translate into deep, lasting conceptual understanding.

This challenge asks you to post activities that guide students in the exploration, development, and testing of these kinds of models to promote students’ conceptual understanding of a big idea in science.

"Modeling Instruction" is a national movement in research-based science education and science teacher professional development grounded initially in an avant-garde physics text by Robert Karplus and further developed through original research and curriculum development by David Hestenes and Malcom Wells of Arizona State University.  Their work spawned a long-running and successful NSF-Funded professional development program,  has been extensively cited in education research literature, and built a community of practice of close to five thousand science educators.

Modeling Instruction is organized into cycles that engage students in model development, evaluation and application in concrete situations  –– thus promoting an integrated understanding of modeling processes and acquisition of modeling skills. The teacher sets the stage for student activities, typically with a demonstration and class discussion to establish common understanding of a question to be asked of nature. Then, in small groups, students collaborate in planning and conducting experiments to answer or clarify the question. Students present and justify their conclusions in oral and/or written form, including a formulation of models for the phenomena in question and evaluation of the models by comparison with data.

Learn more about the ASU Modeling Instruction program.   New and in-service science teachers are strongly encouraged to learn more about summer Modeling workshops now offered at a number of sites around the country and led by master science teachers across Biology, Chemistry, Physical Science, Math, and Physics.

If you are a New York City area physical science teacher, you may be interested in joining PhysicsTeachersNYC, a teacher-led study group, conducts sessions in NYC to share ideas about teaching physics and physical science. To request an invitation to join, fill out the survey at <http://tinyurl.com/4nu88nk> and email Fernand Brunschwig <fbrunsch@gmail.com>.  This group will also be running a summer workshop at Teachers' College in NYC.